# Lesson 3: Identifying Equivalent Fractions

Exploring Fractions and Decimals Unit Plan - Year 3 and Year 4 | Lesson 3 | 60 minutes

A 60 minute lesson in which students will identify equivalent fractions for one half, one third, one quarter and one fifth.

## Preparation

##### Equipment

- Cuisenaire rods

## Lesson Plan

### Tuning In

- Watch the video
*The Easiest Way To Learn Fractions With LEGOs*on YouTube. After watching, ask the students:- Which fractions were made by cutting up the block of Lego?
- How many different ways was one half represented in the video?
- How could you tell that these fractions were the same size as each other?

### Teacher Instruction

- Introduce the word ‘equivalent’ and explain the definition of equivalence to the students. If necessary, visually demonstrate some examples of equivalent fractions using the
*Fraction Wheels*. - Discuss the rule for creating equivalent fractions, as outlined on slide 10 of the
*Understanding Equivalent Fractions PowerPoint.*Encourage the students to add some more equivalent fractions to the list of examples. - Display and discuss the annotated example on slide 11 and complete the whole class example on slide 12.

### Guided/Independent Learning

- Provide the students with a copy of the
*Equivalent Fractions Wall Worksheet (Labeled).*Read through the questions together as a class, then monitor and support the students as they complete the worksheet.

### Wrapping Up

- Discuss the answers of the worksheet as a class. Allow the students to self-correct their work so they can monitor their understanding of the lesson’s objectives. As the students correct their answers, encourage them to raise any queries or concerns.

## Differentiation

### Extending Students

- Instead of using the labeled fractions wall, provide more capable students with the
*Equivalent Fractions Wall Worksheet (Unlabeled)*. Ask the students to label the fractions wall before commencing the questions.

### Supporting Students

- Allow students who are finding the worksheet challenging to use concrete materials, such as cuisenaire rods, to assist them with the questions.

## Assessment Strategies

Suggested Assessment Strategies

- used strategic whole class or individual questioning
- observed student participation during learning activities
- recorded student progress on a checklist
- annotated student work samples
- collected and reviewed student work samples
- facilitated whole class or peer feedback sessions
- encouraged student self-reflection
- administered formal assessment tasks.

## Resources

#### Common Core State Standards alignment

Grade 3 > Standards for Mathematical Practice > Number & Operations - Fractions > Develop understanding of fractions as numbers > CCSS.MATH.CONTENT.3.NF.A.3 > **CCSS.MATH.CONTENT.3.NF.A.3.A**

Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

Grade 3 > Standards for Mathematical Practice > Number & Operations - Fractions > Develop understanding of fractions as numbers > CCSS.MATH.CONTENT.3.NF.A.3 > **CCSS.MATH.CONTENT.3.NF.A.3.B**

Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Extend understanding of fraction equivalence and ordering > **CCSS.MATH.CONTENT.4.NF.A.1**

Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

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